designing a collaborative project: intro to pbl design
DESCRIPTION
Designing a Collaborative Project: Intro to PBL Design. Jonghwi Park UNESCO Bangkok. Please sit with your group members!. Reflection of Day 1. One thing that you remember from yesterday?. Agenda: Day 2. Morning: Introduction to PBL - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/1.jpg)
Designing a Collaborative Project: Intro to PBL Design
Jonghwi Park
UNESCO Bangkok
1
![Page 2: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/2.jpg)
Please sit with your group members!
![Page 3: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/3.jpg)
Reflection of Day 1
One thing that you remember from yesterday?
![Page 4: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/4.jpg)
Agenda: Day 2
Morning: Introduction to PBL - Building a sound skeleton for PBL: Selecting PBL topic and identifying learning goal(s) - Learning Activity Design - Group work - Uploading outputs on the UNESCO EC website - 3 group presentation (10 minutes max)-------- LUNCH---------
![Page 5: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/5.jpg)
Agenda: Day 2
Afternoon: ICT-PBL Integration -Intro to UNESCO ICT Resources -Intro to examples of social media and hands-on activities -ICT integration checklist -Group works: Integrating ICT tools into an ESD lesson plan -Uploading outputs on the UNESCO EC website -3 group presentations (15 minutes max)
![Page 6: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/6.jpg)
In this session…
We will complete 1)Step 1.2 Refine the Topic and Outputs for the PBL
2)Step 1.3 Define Students’ Learning Objectives
3)Step 2 Write the Brief Description of Your Group’s PBL
4)Step 3 Select and Analyze the Participating Students
![Page 7: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/7.jpg)
What is Project Based Learning?:Elements of PBL
Driving Questions Independent Research Process (Autonomy) Engagement, Collaboration and Communication Knowledge AND Skills Creation
![Page 8: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/8.jpg)
1) Define learning goal(s) – your “question” 2) Expected outputs 3) Conduct context analysis
- Student prior knowledge & ICT readiness- School facility- Curriculum - Inter-school collaboration possibility
Step 1.2 Refine the Topic and Outputs for the PBL
![Page 9: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/9.jpg)
What make a good project: CREATE
Curriculum-based and contextualized themesReal-world issuesExpert thinking neededAchievable and measurable resultsTeam workExtending learning time and space beyond classroom boundaries
![Page 10: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/10.jpg)
Step 1.3 Learning Objectives
Interdisciplinary learning objectives:- Understanding and applying knowledge of
the topic- Problem-solving, critical thinking- Information literacy- Communication and collaboration- Value/attitude
Subject-specific learning objectives
![Page 11: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/11.jpg)
In terms of Interdisciplinary school goal conduct research use the materials and resources to get the data and information for school garden design
In terms of specific subject goal 1) Objectives related to Biology: Understand that plants are diverse and rich in species Understand that each plant is suitable only for a certain type of land and for a specific climate condition. Explain the characteristics of plants in accordance to their habitat.
Example: DESIGNING THE LAY-OUT OF THE
SCHOOL GARDEN (Secondary)
11
![Page 12: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/12.jpg)
2) Objectives related to Mathematics: Caculate the data related to area, density and coverage. Calculate the cost of the design and make the cost estimate of the real school garden.
3) Objectives related to Fine Arts: Locate the certain location of certain types of plants to ensure the overall aesthetics.
Example (cont’)
12
![Page 13: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/13.jpg)
Step 1.3 Learning Objectives
![Page 14: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/14.jpg)
A school garden is very important for students to study biology, geography, art , etc. In this project, students learn how to design the lay-out of the school garden. They will study biological features of plants suitable for the local environmental conditions, and calculate the area, density and cost. Using knowledge learned, students act as the architect designing the lay-out of the school garden of the other school in the project, and submit to the school managers and those interested. The project is presented in the form of a multimedia presentation or a detailed design of the lay-out presented in a seminar on the project before the school board and those interested in the project.
Step 2. Brief Description of Your PBL
![Page 15: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/15.jpg)
Example:
Online Tour to Our Tribal HeritagesStudents from … school A, school B, and school C will design a website on local heritages. The website should include the content on and provide functions including …; through producing the website and online discussion, the students from different tribal backgrounds are expected to gain intercultural understanding on … and learn how to appreciate … and live together with…
Step 2. Brief Description of Your PBL
![Page 16: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/16.jpg)
1) Selecting participating students- Grade level, language, ICT level, interest, etc2) Plan the student grouping strategies 3) Analyze necessary skills to be prepared before or
during the PBL process
Step 3. Select and Analyze Participating Students
![Page 18: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/18.jpg)
Source: Williams , S. (2009). Meta-Analysis of the Impact of Collaborative, Scaffolded Learning in K-12 Students. CISCO. Available at http://www.cisco.com/web/about/citizenship/socio-economic/docs/Metiri_Classroom_Collaboration_Research.pdf
• Meta-analysis of 10 studies at elementary or secondary levels (3,029 K-12 students) • Students in collaborative groups do better in achievement tests than those in traditional instruction.
Empirical Evidences (3)
Simple tasks
Complex tasks
13 percentile gain academically for students
achieving at 50% percentile
10 percentile gain academically for students
achieving at 50% percentile
![Page 19: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/19.jpg)
Free-riders or hitchhikers - less effort from others (lack of motivation) [Kerr & Bruun, 1983]
Social loafing – less effort from others (anonymity, profiting from others) [Latane , Williams, & Harkins, 1979]
Sucker effect – more productive members exert less effort (non-support to non-contributing members) [Kerr, 1983]
19
![Page 20: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/20.jpg)
Some Precaution! What Collaborative Learning DOES not automatically offer?
• Automatic social interaction –just because environment permits
Free-riders or hitchhikers - less effort from others (lack of motivation) [Kerr & Bruun, 1983]
Social loafing – less effort from others (anonymity, profiting from others) [Latane , Williams, & Harkins, 1979]
Sucker effect – more productive members exert less effort (non-support to non-contributing members) [Kerr, 1983]
• Holistic learning –interaction restricted to cognitive
learning
Adapted from: Kreijns et al. (2003), Computers in Human Behaviour 19, Elsevier Science Ltd. pp.342-343
![Page 21: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/21.jpg)
Other Useful Resources
Lewis, S. (2011) Retention and Reform: An Evaluation of Peer-Led Team Learning (Abstract available on http://pubs.acs.org/doi/full/10.1021/ed100689mhttp://blogs.nd.edu/kaneb/page/2/ )
Seng et. al., Fostering scientific inquiry in schools through science research & CSCL, NIE Singapore (Abstract available on http://www.inderscience.com/info/inarticle.php?artid=6518 ) Hotseat mobile learning (Purdue University) http://www.purdue.edu/newsroom/research/2010/101013BowenEducause.html
Facebook Open Hours (Stanford University) http://www.facebook.com/stanford?fref=ts
![Page 22: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/22.jpg)
References
CISCO Systems, Inc. (2009) The Impact of Collaborative, Scaffolded Learning in K-12 Schools – A Meta-Analysis
CCSC (2010) “Using PLTL to assist in Retention in Computer Science Classes” (p169)
Eberlein, T. (2012), Peer-Led Team Learning – Evaluation: Beneficial effects of PLTL persist to later courses at Penn State Schuylkill accessed frin www.pltlis.org
Educational Research and Reviews Vol. 6(12), pp. 726-745, 25 September, 2011 accessed online via http://www.academicjournals.org/ERR (30.10.2012)
Kreijns et al. (2003), Computers in Human Behaviour 19, Elsevier Science Ltd. pp.342-343
Lewis, S. (2011) Retention and Reform: An Evaluation of Peer-Led Team Learning (2011) (Abstract available on http://pubs.acs.org/doi/full/10.1021/ed100689mhttp://blogs.nd.edu/kaneb/page/2/ )
Mills, P. (2010), Peer Enabled Restructured Classrooms and the TAS Pipeline to College: A New Model Urban STEM Education accessed online via http://qemnetwork.qem.org/MSP%20Presentations%20Oct%202012/Panel%20Mills%20baltimore%202012.pdf (02.11.2012)
Seng et. al., Fostering scientific inquiry in schools through science research & CSCL, NIE Singapore (Abstract available on http://www.inderscience.com/info/inarticle.php?artid=6518 )
![Page 23: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/23.jpg)
Learning Outcomes
Comparative grades of Chemistry students exposed to PLTL during Chem6 Class (2001-2005) at Penn State Schuylkill
Communicating ideas to others Working with others Problem solving
Source: Eberlein, T. (2012). Beneficial effects of PLTL persist to later courses at Penn State Schuylkill. Peer-Led Team Learning: Evaluation. Online at http://www.pltlis.org.
Originally published in Progressions: The Peer-Led Team Learning Project Newsletter, Volume 6, Number 1, Fall 2004.
![Page 24: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/24.jpg)
• Project overview: why, what and how?• The Flow of the Workshop• Q&A
24
Outlines
![Page 25: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/25.jpg)
Computers aren’t magic, but teachers are.(Craig R. Barrett, Former CEO, Intel Corporation.)
Nothing can substitute for a good teacher.
25
![Page 26: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/26.jpg)
Project Overview
Project Title: Facilitating ICT-Pedagogy Integration Time Frame: Three years (2010 – 2012) Funding source: Korean Funds-in-Trust Target Groups: School students and teachers,
teacher education institutions and teacher educators; Education Specialists in UNESCO Field Offices
At a Glance
![Page 27: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/27.jpg)
Beijing
Mindanao
University of Philippines
South China
Normal Universit
yChiang Mai
Tashkent
Rajabhat Universit
y
East China Normal
University
Islamabad
Pyongyang
Univesiti Sains
Malaysia
HNUZ
Dhaka
Johor(IPTHO)
VVOB
29
Beneficiaries
Nine countries, 136 schools, 102 TEIs and 365 teachers & TEs
![Page 28: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/28.jpg)
30
• Teachers’ capacity
• Principal’s leadership
• Partnerships between teachers and teacher educators
• School-based curriculum packages
UNESCO
UNESCO
Expected Outcomes
![Page 29: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/29.jpg)
31
Overall GoalsExploring effective models of using ICT to support student centered pedagogy and promote higher-order thinking
Interdisciplinary
InterschoolIntercultural
![Page 30: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/30.jpg)
UNESCO Online Education Community
32
![Page 31: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/31.jpg)
• March 5 – July 25, 2012• Teachers and students from Canada, China, Republic
of Korea, the Philippines, Malaysia, and Bangladesh.• Three phases:
1) Phase 1: Digital story (within school)2) Phase 2: National project (beyond school within
country)3) Phase 3: Multi-national group project – Weather
calendar projectFor more info: http://unescokisp.wikispaces.com
33
KFIT International School Project
![Page 32: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/32.jpg)
• UNESCO Education Community• KISP Wikispaces: http://unescokisp.wikispaces.com• British Council Schools Online
http://schoolsonline.britishcouncil.org/
• Publications to come: – KISP Research Report (Dec 2012)– A Guidebook for PBL and Telecollaboration (Jan 2013)
34
Useful Resources
![Page 33: Designing a Collaborative Project: Intro to PBL Design](https://reader036.vdocument.in/reader036/viewer/2022062800/5681405f550346895dabd37c/html5/thumbnails/33.jpg)
• Day 1: - Opportunity to listen to KISP main actresses!- Getting familiarize with EC website.
• Day 2: - PBL for ESD/EFA (Group work/presentation)- How to integrate ICT to enhance PBL
• Day 3:- How to design assessments for PBL- Group work/consultation/finalization of PBL design- Group presentation and Q&A
35
Flow of the Workshop